Inquiry #4 - Solid, liquid and gas

Students looked at a variety of items and then decided if they were a liquid, solid or gas. They really enjoyed this! Thank you Mrs Fitzgerald! Students then completed a sheet to further support their growing knowledge about liquids, solids and gasses.

Shape makers

We read a big book about patterns and then used different equipment to follow/make patterns, e.g. cubes, peg boards etc. Most students also completed a sheet which involved them making their own patterns. 

Students also made shapes using string and then counted the corners and sides and discussed if they were curved or straight sides.

Writing about a seed

Students used the pictures they sequenced this morning to write a story about a seed. Here are some of them...

From a seed to a flower

Students' knowledge about seeds were extended with a discussion 'from a seed to a flower'. With Mrs Curtis, students brainstormed the process of what is happening to a seed...

Students then had to cut out pictures and put them in the right order to show their understanding of the process.

Students also listened to and sang-a-long to a 'seed song'

Inquiry #3 - Solid, liquid and gas

Mrs Fitzgerald explained to our students that they will be learning about water as a solid, liquid, and a gas. They were given balloons that contained water as a solid, liquid, and a gas. After a series of observations, students completed a 'Matching Matter' sheet.

Shape pictures

Students used cut out shapes to create pictures, e.g. geometric robots. 

They also created some 'shape animals'... 

'Share the Road'

Bruce and his team came to our school and told our students more about the large and different vehicles on the road and how to be safe around them.

Some of the things they learned:

• Large vehicles need lots of room to move and prevent you from seeing things
• The heavier the vehicle, the longer it takes to stop
• All vehicles have blind spots (areas a driver CAN NOT SEE) and the larger the vehicle, the larger the blind spot
• Larger vehicles make stronger wind and louder noise
• Wear light reflective clothing at night time
• Large vehicles may cross the centre line when turning

Seeds vs People - What do they need to grow?

Students continued to look at what seeds need to grow. They brainstormed what people need and also what seeds need... They had a great discussion on the similarities and differences between the two.

Change - The life cycle of a butterfly

Students brainstormed what they think 'changes'. Many of them came up with their own examples, e.g. time, weather, days, months, seasons, year, behaviour, colour of leaves, a caterpillar changes into a butterfly. They did a mini inquiry to find out 'How do caterpillars turn into butterflies?"

They discussed 'the life cycle of a butterfly'. They enjoyed learning that a butterfly starts its life in an egg, walks on many legs and then uses its wings to fly. 

  

 

School Cross Country

Well done to our students who displayed excellence during the race. Thank you to all our parents / whānau for your support during the day.